Download Grade 1

2snd Quarter
Milwaukee Public Schools Curriculum Guide-Template
Everyday Math
Grade 1
2007–2008 Mathematics Curriculum Guides
Wisconsin
Mathematics
Standard
Throughout The Year
A.
Mathematical
Processes
MPS
Learning Target
Note: Mathematical processes
need to be embedded in all
mathematical strands
throughout the school year.
Math processes are assessed on
the WKCE-CRT and reported
as a separate proficiency area.
For example, students are
asked to provide written
justifications and explanations,
pose problems, and represent
concepts.
Milwaukee Public Schools Assessment
Descriptors for Mathematics
(For Beginning Grade 2)
Curriculum
1) Reasoning: Use reasoning and logic to:
• Perceive patterns
• Identify relationships
• Formulate questions
• Pose problems
• Make conjectures
• Justify strategies
• Test reasonableness of results
2) Communication: Communicate mathematical ideas and reasoning using
the vocabulary of mathematics in a variety of ways (e.g., using words,
numbers, symbols, pictures, charts, tables, diagrams, graphs, and models).
3) Connections: Connect mathematics to the real world as well as within
mathematics.
4) Representations: Create and use representations to organize, record, and
communicate mathematical ideas.
5) Problem Solving: Solve and analyze routine and non-routine problems.
Curriculum Guide Everyday Mathematics
1st Quarter
Version 2.0
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
1
2snd Quarter
Milwaukee Public Schools Curriculum Guide-Template
Time
November
13 teaching
days
Curricular Connections
Units/Lessons
Please take the time to
complete any lessons
needed to be done.
Unit 3: Visual Patterns,
Number Patterns, and
Counting
3.9 More Frames-andArrows Problems
(NO&R, AR)
3.10 Counting with a
Calculator (NO&R)
3.11 Dimes (NO&R)
3.12 Counting Dimes,
Nickels, and Pennies
(NO&R)
3.13 Data Day (NO&R,
Stats & Prob)
3.14 Domino Addition
(NO&R, AR)
Unit 4: Measurement
and Basic Facts
4.1 Math Message and
Reading a
Thermometer (NO&R,
M)
MPS Learning Targets
Number Operations and
Relationships #1 Represent
numbers, monetary values, and
fractions (i.e., halves and
fourths) to show equivalency
(e.g., 5+5=8+2, 10 dimes is
worth $1.00, 4 fourths is the
same as 1 whole) and to compare
them. (3.10, 3.11, 3.12, 3.13, 4.1,
4.3)
Number Operations and Relationships
Number Operations and
Relationships #2
Use and explain strategies to
solve addition and subtraction
basic fact problems (e.g., doubles
plus one, make a ten) and word
problems (e.g., direct modeling).
(3.14, 4.2)
B.a:4 Count and compare collections of coins up to one
dollar. (3.10, 3.11, 3.12, 3.13, 4.3)
Number Operations and
Relationships #3
Estimate and explain strategies
(e.g., make equal groups, skip
count) to count collections of
objects up to 100. (3.9, 3.10,
3.11, 3.14, 4.1)
Geometry #4
Describe, list, and compare
geometric properties of twodimensional and threedimensional shapes and objects.
(3.13)
Curriculum Guide Everyday Mathematics
1st Quarter
Version 2.0
Wisconsin State Framework Assessment Descriptors
B.a:.2 Compare and order whole numbers less than 100
using tools and place-value concepts (e.g., hundreds chart,
number lines, bundles of ten sticks, connecting cubes).
(4.1)
Connections
District Model CABS
MPS Algebraic
Relationships CABS
 Odd or Even
 Toy Cars
B.a:3 Skip count by twos, fives, tens, hundreds and count
on by ones and tens starting at various points (e.g., 23, 33,
43, 53, 63). (3.9, 3.10, 4.1)
B.b:8 Explain strategies for estimating, organizing, and
counting collections of objects up to 100, emphasizing
groups of ten and five. (3.11, 3.14)
B.b:9 Explain and show the relationship between addition
and subtraction using objects and pictures. (3.14, 4.2)
Measurement
D.a:1 Use everyday language to describe measurable
attributes of objects (e.g., height, length, distance around,
weight, mass, capacity), time, and temperature. (4.1)
D.a:2 Identify appropriate non-standard units (e.g., paper
clips, cubes) and standard units (e.g., inches, minutes,
hours, days, months, degrees Fahrenheit) to quantify
measurable attributes. (4.2, 4.3)
D.b:3 Read and interpret measuring instruments to
quantify measurable attributes of objects using
nonstandard units and standard units to the nearest whole
unit (e.g., nearest inch or nearest number of paper clips).
(4.2, 4.3)
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
2
2snd Quarter
Milwaukee Public Schools Curriculum Guide-Template
Unit 4: Measurement
and Basic Facts
November
13 teaching
days
4.2 Nonstandard Linear
Measures (NO&R, M)
4.3 Personal “Foot” and
Standard Foot
(NO&R, M)
Measurement #6
Describe measurable attributes
and identify, estimate, and use
non-standard and standard units
to measure attributes of objects,
time, and temperature.
(4.1, 4.2, 4.3)
Measurement
Statistics and Probability #7
Pose questions for collecting
numerical and categorical data,
display and draw conclusions to
answer questions, and identify
the likelihood of events. (3.13)
Statistics and Probability
Algebraic Relationships #8
Describe and extend repeating
patterns, growing patterns, and
relationships in tables and charts,
including odd and even numbers.
(3.9, 3.14)
Curriculum Guide Everyday Mathematics
1st Quarter
Version 2.0
D.b:5 Identify the relationship between the scale on a
thermometer and real-world contexts and experiences (e.g.,
10°F indicates a very cold temperature and is below
freezing, 60°F indicates a mild temperature for a nice day,
90°F indicates that the weather is very hot). (4.1)
E.a:3 Display data using tables, tally marks, and bar
graphs. (3.13)
E.a:4 Analyze data displays to draw reasonable
conclusions and answer questions in the context of the data
(e.g., most people in our class like chocolate ice cream).
(3.13)
Algebraic Relationships
F.a.1: Recognize, describe, and extend repeating and
growing patterns, including attribute, numeric, and
geometric patterns, and “What’s My Rule?” relationships
in tables and charts. (3.9, 3.14)
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
3
2snd Quarter
Milwaukee Public Schools Curriculum Guide-Template
Unit 4 : Measurement
and Basic Facts
December
4.4 The Inch (M)
15 teaching
days
4.5 The 6-Inch Ruler (M)
4.6 Measuring with a
Tape Measure (M,
Stats & Prob)
4.7 Explorations:
Exploring Data,
Shapes, and Base- 10
Blocks (NO&R, M)
4.8 Telling Time on the
Quarter-Hour
(NO&R, M)
4.9 Timelines (M, Stats &
Prob)
4.10 Number Scrolls
(NO&R, M)
4.11 Introducing Fact
Power (NO&R)
4.12 Good Fact Habits
(NO&R)
4.13 Progress Check
Number Operations and
Relationships #1
Represent numbers, monetary
values, and fractions (i.e., halves
and fourths) to show equivalency
(e.g., 5+5=8+2, 10 dimes is
worth $1.00, 4 fourths is the
same as 1 whole) and to compare
them. (4.7, 4.8, 4.10, 4.11)
Number Operations and
Relationships #2
Use and explain strategies to
solve addition and subtraction
basic fact problems (e.g., doubles
plus one, make a ten) and word
problems (e.g., direct modeling).
(4.7, 4.8, 4.11, 4.12)
Measurement #6
Describe measurable attributes
and identify, estimate, and use
non-standard and standard units
to measure attributes of objects,
time, and temperature.
(4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10)
Statistics and Probability #7
Pose questions for collecting
numerical and categorical data,
display and draw conclusions to
answer questions, and identify
the likelihood of events. (4.6,
4.9)
Number Operations and Relationships
B.a:1 Explain use of notation to show equality and model
word problems, and solve simple open number sentences
and true-false statements. (4.10)
B.a:2 Compare and order whole numbers less than 100
using tools and place-value concepts (e.g., hundreds chart,
number lines, bundles of ten sticks, connecting cubes).
(4.7, 4.10)
B.a:4 Count and compare collections of coins up to one
dollar. (4.11)
MPS Measurement
CABS (In Progress)
EDM Unit Progress
Check
 Written
Assessment (pp.
150-151)
 Open Response
(p. 152)
B.a:5 Represent halves and fourths using objects and
pictures to explain the meaning of fractions as parts of a
whole. (4.8)
B.b:6 Use and explain strategies (e.g., direct modeling,
counting, numerical reasoning) to solve a variety of
addition and subtraction word problems (e.g., change
unknown, comparison, part-whole) and write number
sentences that match the structure of the problems. (4.11,
4.12)
B.b:9 Explain and show the relationship between addition
and subtraction using objects and pictures. (4.7, 4.8, 4.12)
Measurement
D.a:2 Identify appropriate non-standard units (e.g., paper
clips, cubes) and standard units (e.g., inches, minutes,
hours, days, months, degrees Fahrenheit) to quantify
measurable attributes. (4.4, 4.5, 4.7)
D.b:3 Read and interpret measuring instruments to
quantify measurable attributes of objects using
nonstandard units and standard units to the nearest whole
unit (e.g., nearest inch or nearest number of paper clips).
(4.4, 4.5, 4.6, 4.7)
D.b:4 Demonstrate the understanding that zero is the
starting point on measuring instruments. (4.4, 4.5, 4.6, 4.7)
Curriculum Guide Everyday Mathematics
1st Quarter
Version 2.0
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
4
2snd Quarter
Milwaukee Public Schools Curriculum Guide-Template
D.b:6 Tell time to the nearest hour or half-hour using
analog clocks and tell time using digital clocks. (4.4, 4.8,
4.9, 4.10)
D.c:7 Estimate length, weight, and mass of objects using
common reference for nonstandard and standard units.
(4.5)
Statistics and Probability
E.a:1 Pose questions that can be answered by collecting
numerical and categorical data. (4.9)
E.a:2 Determine and then carry out ways to collect and
organize data. (4.9)
E.b:5 Determine the likelihood (e.g., very likely,
somewhat likely, not very likely, certain, impossible) of
real-world events (e.g., it is very likely that people in our
class will pick chocolate ice cream to each at the party).
(4.6)
Curriculum Guide Everyday Mathematics
1st Quarter
Version 2.0
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
5
2snd Quarter
Milwaukee Public Schools Curriculum Guide-Template
January
15 teaching
days
Unit 5: Place Value,
Number Stories and
Basic Facts
5.1 Place Value: Tens and
Ones (NO&R)
5.2 Place Value with
Calculators (NO&R)
5.3 Relations: Greater
Than, Less Than, and
Equal to (NO&R,
AR)
5.4 Explorations:
Exploring Area,
Weight, and
Counting (NO&R,
M)
5.5 Animal Weights
(NO&R, M)
5.6 More Than and Less
Than Number Stories
(NO&R, AR)
5.7 Comparison Number
Stories (NO&R, AR)
5.8 Solving Number
Stories (NO&R, AR)
5.9 Dice Sums (NO&R,
Stats & Prob)
5.10 Turn-Around Facts
(NO&R, Stats &
Prob, AR)
Number Operations and
Relationships #1
Represent numbers, monetary
values, and fractions (i.e., halves
and fourths) to show equivalency
(e.g., 5+5=8+2, 10 dimes is
worth $1.00, 4 fourths is the
same as 1 whole) and to compare
them. (5.1, 5.2, 5.3, 5.5, 5.6, 5.9,
5.13)
Number Operations and Relationships
Number Operations and
Relationships #2
Use and explain strategies to
solve addition and subtraction
basic fact problems (e.g., doubles
plus one, make a ten) and word
problems (e.g., direct modeling).
(5.2, 5.6, 5.7, 5.8, 5.10, 5.11)
B.a:3 Skip count by twos, fives, tens, hundreds and count
on by ones and tens starting at various points (e.g., 23, 33,
43, 53, 63). (5.2)
Number Operations and
Relationships #3
Estimate and explain strategies
(e.g., make equal groups, skip
count) to count collections of
objects up to 100. (5.2, 5.5)
Measurement #6
Describe measurable attributes
and identify, estimate, and use
non-standard and standard units
to measure attributes of objects,
time, and temperature. (5.4, 5.5)
Statistics and Probability #7
Pose questions for collecting
numerical and categorical data,
display and draw conclusions to
answer questions, and identify
the likelihood of events. (5.9,
5.10)
Curriculum Guide Everyday Mathematics
1st Quarter
Version 2.0
B.a:1 Explain use of notation to show equality and model
word problems, and solve simple open number sentences
and true-false statements. (5.1, 5.2)
B.a:2 Compare and order whole numbers less than 100
using tools and place-value concepts (e.g., hundreds chart,
number lines, bundles of ten sticks, connecting cubes).
(5.1, 5.2, 5.3, 5.5, 5.6, 5.9)
MPS Algebraic
Relationships CABS
 More, Less, or
Equal
 What’s the
Equation?
B.a:4 Count and compare collections of coins up to one
dollar. (5.13)
B.b:6 Use and explain strategies (e.g., direct modeling,
counting, numerical reasoning) to solve a variety of
addition and subtraction word problems (e.g., change
unknown, comparison, part-whole) and write number
sentences that match the structure of the problems. (5.2,
5.6, 5.7, 5.8, 5.11)
B.b:7 Use numerical reasoning or number relationships
(e.g., 8+5, first add 8+2, then add 3 more) and counting
strategies (e.g., 7-5, start at 5, count up to 7, keep track of
the counts) to solve addition and subtraction basic fact
problems. (5.10, 5.11)
B.b:8 Explain strategies for estimating, organizing, and
counting collections of objects up to 100, emphasizing
groups of ten and five. (5.4, 5.5)
B.b:9 Explain and show the relationship between addition
and subtraction using objects and pictures. (5.7, 5.8)
Measurement
D.a:1 Use everyday language to describe measurable
attributes of objects (e.g., height, length, distance around,
weight, mass, capacity), time, and temperature. (5.4, 5.5)
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
6
2snd Quarter
Milwaukee Public Schools Curriculum Guide-Template
January
Unit 5: Place Value,
Number Stories and
Basic Facts
15 teaching
days
5.11 Easy Facts (NO&R)
5.12 What’s My Rule?
(AR)
5.13 Applying Rules
(NO&R, AR)
5.14 Progress Check
Algebraic Relationships #8
Describe and extend repeating
patterns, growing patterns, and
relationships in tables and charts,
including odd and even numbers.
(5.12, 5.13)
Algebraic Relationships #9
Explain use of notation to show
equality and model word
problems, and solve simple open
number sentences and true-false
statements. (5.3, 5.6, 5.7, 5.8,
5.10)
Measurement
D.a:2 Identify appropriate non-standard units (e.g., paper
clips, cubes) and standard units (e.g., inches, minutes,
hours, days, months, degrees Fahrenheit) to quantify
measurable attributes (5.4)
D.c:7 Estimate length, weight, and mass of objects using
common reference for nonstandard and standard units.
(5.4)
Statistics and Probability
E.a:3 Display data using tables, tally marks, and bar
graphs. (5.9)
E.a:4 Analyze data displays to draw reasonable
conclusions and answer questions in the context of the data
(e.g., most people in our class like chocolate ice cream).
(5.9)
E.b:5 Determine the likelihood (e.g., very likely,
somewhat likely, not very likely, certain, impossible) of
real-world events (e.g., it is very likely that people in our
class will pick chocolate ice cream to each at the party).
(5.10)
Adjustments made to the 2nd quarter curriculum guide
reflect feedback from teachers regarding the pacing in
the 1st quarter guide. Please note that continuing at this
pace could inhibit completion of the math program as it
is written. The committee recommends teachers to
consider combining similar mathematical ideas. This may
assist students in developing a deeper conceptual
understanding of mathematics as well as help to improve
the current pacing as outlined in the 2nd quarter
curriculum guide.
Algebraic Relationships
F.a:1 Recognize, describe, and extend repeating and
growing patterns, including attribute, numeric, and
geometric patterns, and “What’s My Rule?” relationships
in tables and charts. (5.12, 5.13)
F.b:3 Demonstrate understanding that the equal sign
means “the same as” by solving open number sentences
(e.g., 3+2=+4; 5=1+; 3+=6) and true-false statements.
(5.3, 5.6, 5.7, 5.8)
F.b:6 Demonstrate understanding of the commutative
property by explaining the answer to problems such as the
order of numbers in an addition statement does not change
the answer. (5.10)
Curriculum Guide Everyday Mathematics
1st Quarter
Version 2.0
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
7
Milwaukee Public Schools Curriculum Guide-Template
Curriculum Guide Everyday Mathematics
1st Quarter
Version 2.0
2snd Quarter
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
8